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Homeland Security

Inspiring safety and security in our community.

You value the safety and security of yourself and others in your community and throughout our nation. You seek to be a leader in one of the fastest growing fields in the United States, which is why you’re interested in earning a degree in homeland security from Marian University.

The Program
Through Marian’s homeland security program, you’ll take what you learn in the classroom and apply it to the real world of public safety. The homeland security curriculum prepares you through strategies and policies needed to defeat terrorism and build resilient communities in the U.S.

Students will be introduced to the profession of public relations – its practice, history, and legal and ethical issues. This includes how to communicate with various publics (community, consumers, employers, government, the media) for various purposes (education, political and social action, community relations, issues and crisis management). Students will be encouraged to explore how public relations is practiced in their own disciplines.

A survey course of police management practices and principles. The course is structured to provide the student with a comprehension and knowledge of the law enforcement profession, including administration, management and supervision and duties and functions therein. The course focuses on job descriptions and responsibilities, as well as law enforcement traditions, current trends and practices, and the future needs from an administrative and technical standpoint. Other topics covered include staff development, planning, budgeting, community relations, and legal aspects of administration. Application of decision-making and problem-oriented policing techniques are included in this course.

(Also CRJ 310) Students will learn the role of crisis intervention and its management strategies necessary for their criminal justice career. Professional communication will be integrated and reinforced throughout the course. Students will be expected to apply these professional communication skills appropriately in (all) simulations. Students will also learn intervention principles, guidelines and techniques for criminal justice, public safety and health providers- about persons with possible mental disorders, alcohol or drug problems, dementia disorders, and/or developmental disabilities. Strategies of crisis intervention will be discussed in their own right and within the contexts of: suicide and personal loss/bereavement as well as other crises of lethality; posttraumatic stress disorder, hostage situations and the catastrophic events that are related, and sexual assault and domestic violence (including both adult and child victims and the perpetrators of these crimes) as well as the current issue of school-based violence.

(Also CRJ 350) This course is a seminar in the major concepts of professionalism in Criminal Justice Administration, and further, an introduction to the knowledge and skills necessary for one to practically apply the theory and principles of professionalism and professional conduct in the environment of criminal justice practice.

This course examines assumptions people make about catastrophes by way in-depth analysis of the way social and cultural processes which shape the experience and understanding of catastrophe, whether natural, accidental, or intentional. Students will learn how disasters emerge from the convergence of hazard, risk, and the social construction of vulnerability. This course offers students an overview of a variety of natural and man-made disasters and how society prepared for, responded to, and recovered from specific events from multiple perspectives. In doing so, students will access case studies “scientific storytelling,” as well as research and their affects on “disaster theory.” Students will gather an increased appreciation of the complexities associated with planning for and responding to natural and man-made disasters.

This course will examine terrorism as a weapon of power, a forensic issue, and a social phenomenon. Types of terror, types of groups and governments involved in terror, and the people who become terrorists and their victims will be examined. Theories of political policy, group dynamics, and individual predilections will be evaluated so that terrorism can be understood to be combated. The course is designed to give students an overview of terrorism and its impact on American society. It will prepare students to understand the contemporary problems associated with terrorism and to anticipate problems society will face in the twenty-first century.

The purpose of this course is to provide a primer on homeland security for emergency managers and related disciplines. Content first includes an overview of the Homeland Security basic management concepts, replete with readings, discussions and problems related to achieving homeland security.

This course provides an analysis of the processes important to the human and financial resource acquisition and management in Homeland Security agencies. The course will examine (a), recruitment, selection, utilization and development of human resources, with emphasis on employee-management relations and relevant behavioral research. The course (b), next focuses on the basic principles of public agency budgeting. The knowledge and skills necessary to prepare, present and manage a public agency budget and the skills necessary to do so are stressed. Lastly (c), the course examines the issues involved in the researching and writing of effective grant proposals

This course introduces students to leadership and management principles and practices, with a focus on homeland security agency administration examining the management of public safety agencies, as well as leadership theory. We will also examine the “people” side of government organizations and leadership in emergency operations.

This course provides a general introduction to the methods, procedures, protocols and strategies of emergency planning, with emphasis on situations in industrialized countries and the local level of organization (i.e. cities, municipalities, metropolitan areas and small regions), though with ample reference to national and international levels. Rather than concentrating on the practices of any one country or state, the course focuses on general principles.

This is a basic course in employment and labor law in the public sector, using the Federal public sector as a model. It covers the key subjects one needs to function effectively in the public sector workplace. This course examines the form, organization, and function of administrative agencies in the context of a democratic constitutional system. The course looks at agency rulemaking, enforcement, and adjudication, and examines as well the legislative, executive, and judicial control of these functions.

This course is the final in a six-course comprehensive certificate in leadership for Homeland Security. The Capstone Project will be an individual research, design, and implementation project chosen by each student. Projects are approved by the faculty member leading the Capstone Course. The expectation is that this would be a significant project acting as a capstone for their Homeland Security Leadership education. Depending on the student’s interest there may be more of a research and writing aspect to the work or possibly more design and implementation of software. The project would be structured with various deliverables during the semester and culminating with a colloquium at the end of the semester. The particular content of each presentation is agreed upon in advance by each student (or sub-group) and the professor. The professor will arrange for each of the students taking the senior seminar to give presentations preferably at the end the term to the cohort, seminar groups and any other interested faculty and students. (Senior status or Homeland Security Leadership Certificate completion or permission.)

This course explores the three main subsystems of the Criminal Justice System: Law Enforcement, Courts, and Corrections. The history, philosophy, structure, current issues and future trends of these three main subsystems are presented, discussed, and studied using a cooperative learning approach. This course also identifies the functions and jurisdiction of Wisconsin law enforcement and criminal justice system agencies and the sources and legal principles that form the foundation of Wisconsin criminal law. Additionally, belief systems, social pressures, moral problems, ethical decision making and the consequences of decisions are discussed. This course identifies the resources available in communities to assist the criminal justice system. This course also covers Wisconsin requirements for written law enforcement agency policies and procedures.

This course examines crime prevention strategies and concepts. It emphasizes new and innovative approaches to preventing criminal behavior; and explores the legal, moral, and ethical considerations and problems of human and environmental manipulation in an interdisciplinary context.

This course will examine the roots of terrorism in the twentieth century, the current intellectual and governmental policies and theories regarding the nature and methods of terrorism, and the impact of terrorism in the past, present and future.

Selected topics relating to the field of Homeland Security are presented. The topics reflect the particular competencies and interests of program faculty taking into consideration the needs and requests of the students.

(Also CRJ 310) An overview of theories of crime. The following theories will be explored: classical, spiritual and natural explanations, biological factors, psychological factors, control theories, deterrence theories, conflict theory, gender and crime, age and crime, and integrative theories.

This course presents the basic principles and methods of social science research. Students are introduced to techniques for critical analysis of the professional practice literature and how, as consumers, they can incorporate research findings in practice. Students also acquire knowledge and skills for applying research in their practice. Similarities between the research and problem-solving processes are identified, beginning with conceptualization of the research question, followed by determination of the appropriate design and methodology, and concluding with qualitative and quantitative data analysis and presentation of findings. Professional values and ethics, as well as sensitivity to human diversity, are subsumed within the conduct of research.

An upper-level practicum for students majoring in Homeland Security whose academic performance is judged adequate for placement. Practical work experience in a variety of homeland security-related agencies and organizations.

Selected topics relating to the field of Homeland Security are presented. The topics reflect the particular competencies and interests of program faculty taking into consideration the needs and requests of the students.

(Also CRJ 420) The focus of this course is to study the nature and extent of racial, cultural and gender issues as they pertain to criminal justice issues in America. Furthermore, the class will attempt to distinguish the variability in past and existing criminal justice practices at each stage of the criminal justice system for minority groups.

An upper-level practicum for students majoring in Homeland Security whose academic performance is judged adequate for placement. Practical work experience in a variety of homeland security-related agencies and organizations.

Students are introduced to the Leader Development Program that will be used to evaluate their leadership performance and provide developmental feedback for the remainder of their cadet years. Cadets are then taught how to plan and conduct individual and small unit training, as well as basic tactical principles. Cadets will also learn reasoning skills and the military-specific application of these skills in the form of the army’s troop. The lab reinforces small-unit tactical training while employing the troop leading procedures to accomplish planning and decision-making. Students continue to learn basic map reading, physical fitness and marching techniques.

The course focus is doctrinal leadership and tactical operations at the small-unit level. Students are provided opportunities to plan and conduct individual and collective training for Army operations. Synthesizing training, leadership and team building is the primary focus. Upon completion, students possess the fundamental confidence and competence of leadership in a small-unit setting. The lab continues reinforcing small-unit tactical training while employing the troop leading procedure to accomplish planning and decision-making. Students also continue basic map reading, physical fitness, and basic marching techniques.

This course concentrates on leadership, management, and ethics, and begins the final transition from cadet to lieutenant. Students focus on attaining the knowledge and proficiency in several critical areas they need to operate effectively as Army officers. These areas include coordinating activities with staff, counseling theory and practice within the “Army Context,” training management, and ethics. The lab sharpens the students’ leadership skills as they perform as cadet officers. Students develop and possess the fundamental skills, attributes, and abilities to operate as competent leaders in a cadet battalion. They must confidently communicate to subordinate cadets their preparedness to shoulder the responsibilities entrusted to them.

Students learn the legal aspects of decision-making and leadership. Instruction introduces the student to the organization of the Army from the tactical to the strategic level. Students learn administrative and logistical management focusing on the fundamentals of soldier and unit level support. Practical exercises require the student, both individually and collectively, to apply their knowledge to solve problems and confront situations commonly faced by junior officers. The lab continues to sharpen the students’ leadership skills. Students normally change leadership positions to hone their skills, attributes, and abilities as leaders. Again, they must confidently communicate to subordinate cadets their preparedness to shoulder the responsibilities entrusted to them.

What is Law? This is a philosophical investigation into the depths of human society to discover the very nature and idea of law. Law is something that humans require to live with one another, it effects all humans, has been around for thousands of years, yet it is any abstract idea that can seem quite complicated and difficult to grasp. This class will shine the light of thoughtful examination on: different theories of law and jurisprudence; the difference between legal rules and ethical norms; the rights of citizens and the state; the legality of civil disobedience; the need for liberty and the limits of law; the ideal form of judicial reasoning; and theories of punishment.

An interdisciplinary introduction to the basic principles of data analysis with an emphasis on application. Students are expected to apply these principles to data analysis in their respective areas of study. The applied focus is on the computerized application of summary statistics, one-/two-/multi-sample tests, linear models, association tests, randomness/normality tests, and probability distributions as used across a variety of community and organizational settings. Other techniques may be added as appropriate for specific disciplines.

17-20 credits:

University electives

Mission:

The purpose of the Homeland Security Program at Marian University is to prepare students to take what they learn in the classroom and apply to the real world of public safety. The Homeland Security Program is committed to the education of the whole person for careers in public safety leadership. The program prepares individuals to actively participate in public safety and the homeland security enterprise to prevent, protect, respond to, mitigate, and to recover from as well as to build in security, to ensure resilience intelligently and creatively to meet the dynamic demands of the professional environment in keeping the nation safe.
Learning Outcomes:

Students will gain an understanding of the homeland security enterprise to include emergency responder disciplines, prevention, protection, mitigation, response, and recovery.

Students will understand legal issues, information sharing, and justice as they connect to, conflict with, or are disassociated from the homeland security realm.

Students will understand homeland security and counter terrorism strategies.

Students will be able to distinguish the legal foundations as they are executed in the American court process as it relates to homeland security.

Students will understand how research is conducted and analyzed to include public safety data.

Students will be able to express oneself clearly using verbal and written formats.

Students will be able to utilize critical thinking and effective problem solving concerning issues in homeland security.

Students will gain the ability to behave ethically

Graduates of the homeland security program are open to careers that will lead to success within both the public and private sectors. The program is designed to prepare graduates for public service in various levels of government, law enforcement, fire science, emergency management and health care, as well as the private sector and non-governmental service organizations.

Employment: 100% of graduates are employed within six months of graduation from the Homeland Security Program.

Inspired to serve the community, students in Marian’s homeland security program share their stories about how they are working to fill a need in public safety.

Tim Neumann is a government contractor with FCi Federal, and is currently on contract with the FBI’s National Name Check Program as a Research Analyst. Prior to accepting his current position, Tim participated in a unique internship with the Advanced Technical Intelligence Center (ATIC). He graduated from Marian University with a B.S. degree with majors in Homeland Security and Criminal Justice and a minor in Psychology. (’13)

“In today’s world, we must place a high priority on protecting America’s infrastructure, human capital and natural resources. The Homeland Security program at Marian University has given the tools and knowledge to understand the inner workings of how to prevent, mitigate, prepare and respond to natural or man-made disasters. Furthermore the program has given me opportunities to prepare for a career in Homeland Security in any component I wish to pursue.”

Marian University’s homeland security program offers experiential learning opportunities for undergraduate students so classroom knowledge and skills can be applied. Graduate schools, as well as employers, look for students who have practical field experiences. Preparing for the future, students in the homeland security program have found internships at the local, state and federal levels, as well as in various private organizations.

The Program
Through Marian’s homeland security program, you’ll take what you learn in the classroom and apply it to the real world of public safety. The homeland security curriculum prepares you through strategies and policies needed to defeat terrorism and build resilient communities in the U.S.

Students will be introduced to the profession of public relations – its practice, history, and legal and ethical issues. This includes how to communicate with various publics (community, consumers, employers, government, the media) for various purposes (education, political and social action, community relations, issues and crisis management). Students will be encouraged to explore how public relations is practiced in their own disciplines.

A survey course of police management practices and principles. The course is structured to provide the student with a comprehension and knowledge of the law enforcement profession, including administration, management and supervision and duties and functions therein. The course focuses on job descriptions and responsibilities, as well as law enforcement traditions, current trends and practices, and the future needs from an administrative and technical standpoint. Other topics covered include staff development, planning, budgeting, community relations, and legal aspects of administration. Application of decision-making and problem-oriented policing techniques are included in this course.

(Also CRJ 310) Students will learn the role of crisis intervention and its management strategies necessary for their criminal justice career. Professional communication will be integrated and reinforced throughout the course. Students will be expected to apply these professional communication skills appropriately in (all) simulations. Students will also learn intervention principles, guidelines and techniques for criminal justice, public safety and health providers- about persons with possible mental disorders, alcohol or drug problems, dementia disorders, and/or developmental disabilities. Strategies of crisis intervention will be discussed in their own right and within the contexts of: suicide and personal loss/bereavement as well as other crises of lethality; posttraumatic stress disorder, hostage situations and the catastrophic events that are related, and sexual assault and domestic violence (including both adult and child victims and the perpetrators of these crimes) as well as the current issue of school-based violence.

(Also CRJ 350) This course is a seminar in the major concepts of professionalism in Criminal Justice Administration, and further, an introduction to the knowledge and skills necessary for one to practically apply the theory and principles of professionalism and professional conduct in the environment of criminal justice practice.

This course examines assumptions people make about catastrophes by way in-depth analysis of the way social and cultural processes which shape the experience and understanding of catastrophe, whether natural, accidental, or intentional. Students will learn how disasters emerge from the convergence of hazard, risk, and the social construction of vulnerability. This course offers students an overview of a variety of natural and man-made disasters and how society prepared for, responded to, and recovered from specific events from multiple perspectives. In doing so, students will access case studies “scientific storytelling,” as well as research and their affects on “disaster theory.” Students will gather an increased appreciation of the complexities associated with planning for and responding to natural and man-made disasters.

This course will examine terrorism as a weapon of power, a forensic issue, and a social phenomenon. Types of terror, types of groups and governments involved in terror, and the people who become terrorists and their victims will be examined. Theories of political policy, group dynamics, and individual predilections will be evaluated so that terrorism can be understood to be combated. The course is designed to give students an overview of terrorism and its impact on American society. It will prepare students to understand the contemporary problems associated with terrorism and to anticipate problems society will face in the twenty-first century.

The purpose of this course is to provide a primer on homeland security for emergency managers and related disciplines. Content first includes an overview of the Homeland Security basic management concepts, replete with readings, discussions and problems related to achieving homeland security.

This course provides an analysis of the processes important to the human and financial resource acquisition and management in Homeland Security agencies. The course will examine (a), recruitment, selection, utilization and development of human resources, with emphasis on employee-management relations and relevant behavioral research. The course (b), next focuses on the basic principles of public agency budgeting. The knowledge and skills necessary to prepare, present and manage a public agency budget and the skills necessary to do so are stressed. Lastly (c), the course examines the issues involved in the researching and writing of effective grant proposals

This course introduces students to leadership and management principles and practices, with a focus on homeland security agency administration examining the management of public safety agencies, as well as leadership theory. We will also examine the “people” side of government organizations and leadership in emergency operations.

This course provides a general introduction to the methods, procedures, protocols and strategies of emergency planning, with emphasis on situations in industrialized countries and the local level of organization (i.e. cities, municipalities, metropolitan areas and small regions), though with ample reference to national and international levels. Rather than concentrating on the practices of any one country or state, the course focuses on general principles.

This is a basic course in employment and labor law in the public sector, using the Federal public sector as a model. It covers the key subjects one needs to function effectively in the public sector workplace. This course examines the form, organization, and function of administrative agencies in the context of a democratic constitutional system. The course looks at agency rulemaking, enforcement, and adjudication, and examines as well the legislative, executive, and judicial control of these functions.

This course is the final in a six-course comprehensive certificate in leadership for Homeland Security. The Capstone Project will be an individual research, design, and implementation project chosen by each student. Projects are approved by the faculty member leading the Capstone Course. The expectation is that this would be a significant project acting as a capstone for their Homeland Security Leadership education. Depending on the student’s interest there may be more of a research and writing aspect to the work or possibly more design and implementation of software. The project would be structured with various deliverables during the semester and culminating with a colloquium at the end of the semester. The particular content of each presentation is agreed upon in advance by each student (or sub-group) and the professor. The professor will arrange for each of the students taking the senior seminar to give presentations preferably at the end the term to the cohort, seminar groups and any other interested faculty and students. (Senior status or Homeland Security Leadership Certificate completion or permission.)

This course explores the three main subsystems of the Criminal Justice System: Law Enforcement, Courts, and Corrections. The history, philosophy, structure, current issues and future trends of these three main subsystems are presented, discussed, and studied using a cooperative learning approach. This course also identifies the functions and jurisdiction of Wisconsin law enforcement and criminal justice system agencies and the sources and legal principles that form the foundation of Wisconsin criminal law. Additionally, belief systems, social pressures, moral problems, ethical decision making and the consequences of decisions are discussed. This course identifies the resources available in communities to assist the criminal justice system. This course also covers Wisconsin requirements for written law enforcement agency policies and procedures.

This course examines crime prevention strategies and concepts. It emphasizes new and innovative approaches to preventing criminal behavior; and explores the legal, moral, and ethical considerations and problems of human and environmental manipulation in an interdisciplinary context.

This course will examine the roots of terrorism in the twentieth century, the current intellectual and governmental policies and theories regarding the nature and methods of terrorism, and the impact of terrorism in the past, present and future.

Selected topics relating to the field of Homeland Security are presented. The topics reflect the particular competencies and interests of program faculty taking into consideration the needs and requests of the students.

(Also CRJ 310) An overview of theories of crime. The following theories will be explored: classical, spiritual and natural explanations, biological factors, psychological factors, control theories, deterrence theories, conflict theory, gender and crime, age and crime, and integrative theories.

This course presents the basic principles and methods of social science research. Students are introduced to techniques for critical analysis of the professional practice literature and how, as consumers, they can incorporate research findings in practice. Students also acquire knowledge and skills for applying research in their practice. Similarities between the research and problem-solving processes are identified, beginning with conceptualization of the research question, followed by determination of the appropriate design and methodology, and concluding with qualitative and quantitative data analysis and presentation of findings. Professional values and ethics, as well as sensitivity to human diversity, are subsumed within the conduct of research.

An upper-level practicum for students majoring in Homeland Security whose academic performance is judged adequate for placement. Practical work experience in a variety of homeland security-related agencies and organizations.

Selected topics relating to the field of Homeland Security are presented. The topics reflect the particular competencies and interests of program faculty taking into consideration the needs and requests of the students.

(Also CRJ 420) The focus of this course is to study the nature and extent of racial, cultural and gender issues as they pertain to criminal justice issues in America. Furthermore, the class will attempt to distinguish the variability in past and existing criminal justice practices at each stage of the criminal justice system for minority groups.

An upper-level practicum for students majoring in Homeland Security whose academic performance is judged adequate for placement. Practical work experience in a variety of homeland security-related agencies and organizations.

Students are introduced to the Leader Development Program that will be used to evaluate their leadership performance and provide developmental feedback for the remainder of their cadet years. Cadets are then taught how to plan and conduct individual and small unit training, as well as basic tactical principles. Cadets will also learn reasoning skills and the military-specific application of these skills in the form of the army’s troop. The lab reinforces small-unit tactical training while employing the troop leading procedures to accomplish planning and decision-making. Students continue to learn basic map reading, physical fitness and marching techniques.

The course focus is doctrinal leadership and tactical operations at the small-unit level. Students are provided opportunities to plan and conduct individual and collective training for Army operations. Synthesizing training, leadership and team building is the primary focus. Upon completion, students possess the fundamental confidence and competence of leadership in a small-unit setting. The lab continues reinforcing small-unit tactical training while employing the troop leading procedure to accomplish planning and decision-making. Students also continue basic map reading, physical fitness, and basic marching techniques.

This course concentrates on leadership, management, and ethics, and begins the final transition from cadet to lieutenant. Students focus on attaining the knowledge and proficiency in several critical areas they need to operate effectively as Army officers. These areas include coordinating activities with staff, counseling theory and practice within the “Army Context,” training management, and ethics. The lab sharpens the students’ leadership skills as they perform as cadet officers. Students develop and possess the fundamental skills, attributes, and abilities to operate as competent leaders in a cadet battalion. They must confidently communicate to subordinate cadets their preparedness to shoulder the responsibilities entrusted to them.

Students learn the legal aspects of decision-making and leadership. Instruction introduces the student to the organization of the Army from the tactical to the strategic level. Students learn administrative and logistical management focusing on the fundamentals of soldier and unit level support. Practical exercises require the student, both individually and collectively, to apply their knowledge to solve problems and confront situations commonly faced by junior officers. The lab continues to sharpen the students’ leadership skills. Students normally change leadership positions to hone their skills, attributes, and abilities as leaders. Again, they must confidently communicate to subordinate cadets their preparedness to shoulder the responsibilities entrusted to them.

What is Law? This is a philosophical investigation into the depths of human society to discover the very nature and idea of law. Law is something that humans require to live with one another, it effects all humans, has been around for thousands of years, yet it is any abstract idea that can seem quite complicated and difficult to grasp. This class will shine the light of thoughtful examination on: different theories of law and jurisprudence; the difference between legal rules and ethical norms; the rights of citizens and the state; the legality of civil disobedience; the need for liberty and the limits of law; the ideal form of judicial reasoning; and theories of punishment.

An interdisciplinary introduction to the basic principles of data analysis with an emphasis on application. Students are expected to apply these principles to data analysis in their respective areas of study. The applied focus is on the computerized application of summary statistics, one-/two-/multi-sample tests, linear models, association tests, randomness/normality tests, and probability distributions as used across a variety of community and organizational settings. Other techniques may be added as appropriate for specific disciplines.

The purpose of the Homeland Security Program at Marian University is to prepare students to take what they learn in the classroom and apply to the real world of public safety. The Homeland Security Program is committed to the education of the whole person for careers in public safety leadership. The program prepares individuals to actively participate in public safety and the homeland security enterprise to prevent, protect, respond to, mitigate, and to recover from as well as to build in security, to ensure resilience intelligently and creatively to meet the dynamic demands of the professional environment in keeping the nation safe.
Learning Outcomes:

Students will gain an understanding of the homeland security enterprise to include emergency responder disciplines, prevention, protection, mitigation, response, and recovery.

Students will understand legal issues, information sharing, and justice as they connect to, conflict with, or are disassociated from the homeland security realm.

Students will understand homeland security and counter terrorism strategies.

Students will be able to distinguish the legal foundations as they are executed in the American court process as it relates to homeland security.

Students will understand how research is conducted and analyzed to include public safety data.

Students will be able to express oneself clearly using verbal and written formats.

Students will be able to utilize critical thinking and effective problem solving concerning issues in homeland security.

Graduates of the homeland security program are open to careers that will lead to success within both the public and private sectors. The program is designed to prepare graduates for public service in various levels of government, law enforcement, fire science, emergency management and health care, as well as the private sector and non-governmental service organizations.

Employment: 100% of graduates are employed within six months of graduation from the Homeland Security Program.

Inspired to serve the community, students in Marian’s homeland security program share their stories about how they are working to fill a need in public safety.

Tim Neumann is a government contractor with FCi Federal, and is currently on contract with the FBI’s National Name Check Program as a Research Analyst. Prior to accepting his current position, Tim participated in a unique internship with the Advanced Technical Intelligence Center (ATIC). He graduated from Marian University with a B.S. degree with majors in Homeland Security and Criminal Justice and a minor in Psychology. (’13)

“In today’s world, we must place a high priority on protecting America’s infrastructure, human capital and natural resources. The Homeland Security program at Marian University has given the tools and knowledge to understand the inner workings of how to prevent, mitigate, prepare and respond to natural or man-made disasters. Furthermore the program has given me opportunities to prepare for a career in Homeland Security in any component I wish to pursue.”

Marian University’s homeland security program offers experiential learning opportunities for undergraduate students so classroom knowledge and skills can be applied. Graduate schools, as well as employers, look for students who have practical field experiences. Preparing for the future, students in the homeland security program have found internships at the local, state and federal levels, as well as in various private organizations.